Cluster Based Hybrid Architecture for Efficient and Optimized Semantic Group Communication

2019 ◽  
Keyword(s):  
Group Communication ◽  
Hybrid Architecture ◽  
Semantic Group

An Asynchronous FPGA Based on LEDR/4-Phase-Dual-Rail Hybrid Architecture

2010 ◽  
Vol E93-C (8) ◽  
pp. 1338-1348
Author(s):  
Shota ISHIHARA ◽  
Yoshiya KOMATSU ◽  
Masanori HARIYAMA ◽  
Michitaka KAMEYAMA
Keyword(s):  
Hybrid Architecture

Design of Programmable Wideband Low Pass Filter with Continuous-Time/Discrete-Time Hybrid Architecture

2017 ◽  
Vol E100.C (10) ◽  
pp. 858-865 ◽  
Author(s):  
Yohei MORISHITA ◽  
Koichi MIZUNO ◽  
Junji SATO ◽  
Koji TAKINAMI ◽  
Kazuaki TAKAHASHI
Keyword(s):  
Discrete Time ◽  
Continuous Time ◽  
Hybrid Architecture ◽  
Pass Filter ◽  
Low Pass Filter ◽  
Low Pass

Implementation of a Low-Power FPGA Based on Synchronous/Asynchronous Hybrid Architecture

2011 ◽  
Vol E94-C (10) ◽  
pp. 1669-1679 ◽  
Author(s):  
Shota ISHIHARA ◽  
Ryoto TSUCHIYA ◽  
Yoshiya KOMATSU ◽  
Masanori HARIYAMA ◽  
Michitaka KAMEYAMA
Keyword(s):  
Low Power ◽  
Hybrid Architecture

The Demonolexis in Yu. Andrukhovych’s Long Short Story “Recreatsii” (“Recreations”)

2019 ◽  
Vol 26 (27) ◽  
pp. 53-60
Author(s):  
Nina Bosak
Keyword(s):  
Key Words ◽  
Short Story ◽  
Human Perception ◽  
Semantic Group ◽  
Lexical Semantic ◽  
The World

The demonolexis in Yu. Andrukhovych’s long short story “Recreatsii” (“Recreations”) has been analyzed in the article. In the course of the research there have been outlined the following lexical-semantic groups of demonomens: toponymic and onomastic names, modified lexemes, names of the rituals, genuine Ukrainian demonomens, obscene words and expressions, demonomens of Biblical origin, names from the world mythology and general demonolexis. The special lexical-semantic group has been formed by non personificated demonomens, which serve to convey the peculiarities of the contemporary Ukrainian writers’ mentality, their habits through speech. Such nomens help to reveal the protagonist’s soul, show the positive and negative sides of his personal ego, demonstrate the duality of the human perception of the world, indicate the causes of phobias, emotions, sensations. Key words: demonolexis, demonomen, lexical-semantic group, non personificated demonomen.

PROSES KOMUNIKASI KELOMPOK DALAM METODE PEMBELAJARAN SENTRA UNTUK MEMBENTUK KEMANDIRIAN ANAK

Jurnal Common ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Rismawaty Rismawaty ◽  
Sofie Aulia Rahmah
Keyword(s):  
Data Collection ◽  
Qualitative Method ◽  
Group Communication ◽  
Communication Process ◽  
Learning Method ◽  
Online Data ◽  
Analysis Techniques ◽  
Collection Data ◽  
Descriptive Approach ◽  
Using Data

Penelitian ini dilakukan untuk mengetahui proses komunikasi kelompok dalam metode pembelajaran sentra di TK Zaid bin Tsabit. Penelitian ini mendiskusikan tentang proses komunikasi kelompok. Metode penelitian yang digunakan dalam penelitian ini adalah Metode Kualitatif dengan pendekatan Deskriptif. Teknik pengumpulan data yang dilakukan peneliti ada dengan studi pustaka, penelusuran data secara online, wawancara, observasi serta dokumentasi dengan 3 orang informan kunci yaitu guru di TK Zaid bin Tsabit serta 3 informan pendukung yaitu Kepala TK Zaid bin Tsabit dan 2 orang tua murid. Uji keabsahan data dengan peningkatan ketekunan, triangulasi dan diskusi dengan teman sejawat, teknik analisis data menggunakan pengumpulan data, reduksi data, penyajian data, penarikan kesimpulan dan evaluasi.Hasil penelitian ini bahwa Proses komunikasi yang terjadi merupakan komunikasi langsung yang terjadi dua arah dan dilakukan terus menerus untuk membentuk kemandirian anak. Proses komunikasi yang terjadi dalam kelompok metode pembelajaran sentra membentuk kemandirian anak. Proses komunikasi yang dilakukan oleh guru kepada anak dilakukan dengan memberikan arahan-arahan kepada anak serta contoh dari arahan yang telah disampaikan oleh guru.Kesimpulan pada penelitian ini adalah metode pembelajaran sentra membentuk kemandirian anak lewat komunikasi yang dilakukan guru secara terus menerus, karna melalui pembelajaran sentra anak diminta untuk melakukan segala sesuatunya sendiri dalam pengawasan guru. Saran yang diberikan adalah guru harus lebih kreatif dalam memberikan materi pada metode pembelajaran sentra serta bersikap lebih tegas dalam mendidik anak dan melakukan komunikasi yang berkelanjutan dengan orang tua murid. --------------------------------------------------------------------------------- This study was conducted to determine the process of group communication in the center learning method at TK Zaid bin Tsabit. This study discusses the process of group communication. The research method used in this study is a qualitative method with a descriptive approach. The data collection techniques carried out by the researcher were with literature studies, online data searches, interviews, observation and documentation with 3 key informants namely the teacher at TK Zaid bin Tsabit and 3 supporting informants namely TK Head Zaid bin Tsabit and 2 parents. Test the validity of data by increasing perseverance, triangulation and discussion with colleagues, data analysis techniques using data collection, data reduction, data presentation, drawing conclusions and evaluations.The results of this study that the communication process that occurs is direct communication that occurs in two directions and carried out continuously to form the independence of children. The communication process that occurs in a group of central learning methods shapes children's independence. The process of communication carried out by the teacher to the child is done by giving directions to the child as well as examples of directions that have been delivered by the teacher.The conclusion of this study is that the central learning method shapes children's independence through continuous communication by the teacher, because through central learning children are asked to do everything themselves in the supervision of the teacher. The advice given is that the teacher must be more creative in giving material to the central learning method and be more assertive in educating children and making ongoing communication with parents.

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